NEW CAREERS AND ROLES IN THE AMERICAN SCHOOL. REPORT OF PHASE ONE, A STUDY OF AUXILIARY PERSONNEL IN EDUCATION.

BOWMAN, GARDA W.; KLOPF, GORDON J.

BECAUSE OF THE COMMON PRACTICE OF HIRING UNTRAINED AUXILIARY SCHOOL PERSONNEL, 11 DEMONSTRATION TRAINING PROGRAMS WERE ANALYZED TO PROVIDE GUIDELINES FOR FUTURE TRAINING OF SUCH PERSONNEL. THIS REPORT SUGGESTS THAT SUCH PERSONNEL NOT ONLY AID TEACHERS AND ADMINISTRATORS IN RELIEVING THEM OF DUTIES, BUT ALSO FIND EMPLOYMENT AND TRAINING FOR THEMSELVES. OFTEN THEY PROVIDE NEEDED INDIVIDUAL ATTENTION FOR PUPILS. INITIAL PROBLEMS CENTERED AROUND THE RELATIONSHIP OF THE AUXILIARIES TO THE PROFESSIONALS. THE PRELIMINARY INDICATIONS OF THE DEMONSTRATION TRAINING PROGRAMS ARE THAT CERTAIN PRECONDITIONS ARE NECESSARY FOR SUCCESS--(1) ROLE DEFINITION AND DEVELOPMENT SHOULD BE CARRIED OUT IN TERMS OF THE CLASSROOM DUTIES OF BOTH THE PROFESSIONAL AND THE NONPROFESSIONAL, (2) TRAINING SHOULD ENCOMPASS TEACHERS AND ADMINISTRATORS, TOO, AND SHOULD BE EXTENDED TO PROVIDE FOR INSERVICE PROGRAMS AND COOPERATION WITH LOCAL HIGHER EDUCATION FACILITIES, AND (3) INSTITUTIONALIZATION SHOULD OCCUR TO INCORPORATE THE AUXILIARY PERSONNEL INTO THE SYSTEM. THE INSTITUTIONALIZATION WOULD PROVIDE FOR THE INTEGRATION OF THE AUXILIARIES INTO THE SYSTEM AS PERMANENT PERSONNEL, WITH A CLEAR STATEMENT OF GOALS AND PROCEDURES WORKED OUT IN ADVANCE FOR SPECIFIC TASKS. ALSO THE AUXILIARIES SHOULD BE OFFERED OPPORTUNITIES FOR UPWARD MOBILITY SUCH AS FURTHER EDUCATION BUT NOT COMPELLED TO ACCEPT THEM. (RP)